Research Paper

Research-Based Vocabulary WORDLY WISE 3000® 3rd Edition Books K–12 Kenneth Hodkinson and Sandra Adams (Books 2–12), Cheryl Dressler (Books K–1) By Lee Mountain For young children, one of the most effective ways to learn new words is to listen to read- alouds. Older children, on the other hand, learn many new words through independent reading. Whether children are pre-readers or already reading independently, there is a growing consensus among educators regarding the need for direct teaching of academic vocabulary in a systematic program. In fact, recent research has shown not only that it is important, but that it is important much earlier than was previously thought. This is especially true for children who come from disadvantaged backgrounds, many of whom enter school knowing far fewer words than their middle class peers. The words in the Wordly Wise 3000® series will expand the vocabularies and minds of today’s students. The Third Edition, which extends from kindergarten through high school, Wordly Wise 3000® is a kindergarten provides teachers with effective research-based lessons for direct instruction in vocabulary. through grade 12 vocabulary series that includes reproducible tests and Today’s educators are becoming increasingly aware of the benefits of a structured vocabulary curriculum. Thomas Gunning, author of Creating Literacy Instruction for All an online test generator. The entire Children, calls a planned program of vocabulary development “highly advisable,” and he program introduces over 3,000 suggests that a certain amount of time be set aside each week for vocabulary instruction: words, and exercises become more “A planned approach ensures that vocabulary instruction is given the attention it deserves. challenging for upper grades. Important words and techniques for learning words are taught systematically and in depth” (2003, p. 236). Research studies have established that even though children learn many words incidentally, they also need and profit from the direct teaching of vocabulary (Curtis, 1987; Petty, Herold, & Stoll, 1968). “It is important that teachers provide explicit and direct vocabulary instruction for all students” (Vacca et al., 2003, p. 308). Andrew Biemiller, of the Institute of Child Study in Toronto, recommends an increased emphasis on vocabulary instruction. With respect to the earliest grades, K and 1, Biemiller maintains that an exclusive emphasis on decoding without concurrent instruction in challenging vocabulary results in reading comprehension difficulties in the middle elementary years. For all students, Biemiller suggests “a teacher-centered and curriculum- structured approach to ensure adequate vocabulary development” (2001, p. 24). Wordly Wise 3000 embodies this approach. The Gap in Vocabulary Instruction The well-documented research of Hart and Risley (1995, 2003) points to a significant vocabulary gap among various groups of children by the age of three. This gap reflects how much parents talk to their children, with children of professional families having a working vocabulary of 1,116 words, those from working class families, 749 words, and those from lower socio-economic level families, just 525 words. Although the need to remedy this early gap has been apparent for many years, a series of recent studies finds that the gap is not being adequately filled. “The findings suggest many districts could be performance on state and national assessments. at a disadvantage in meeting the increased The Wordly Wise 3000 series was designed to requirements for vocabulary learning from the include a large percentage of words drawn from Common Core State Standards (CCSS), said a variety of standardized tests in order to help study co-author Susan B. Neuman, a professor in students succeed. educational studies specializing in early-literacy development at the University of Michigan in Ann The standards movement—especially the Arbor. Common Core State Standards—has raised the bar for all students, making vocabulary ‘Vocabulary is the tip of the iceberg: Words instruction essential, beginning as early as reflect concepts and content that students need kindergarten. Expectations are higher, and the “We have to stop thinking of to know,’ Ms. Neuman said. ‘This whole common curriculum is more challenging (Wixson & Dutro, vocabulary as a supplemental core will fall on its face if kids are not getting the 1998; Editorial Projects in Education, 2001). activity. We must put it where kind of instruction it will require’ (2013). The need is greater, therefore, for vocabulary it belongs, at the very core of the instruction for the many students who are curriculum.” In the past, vocabulary was often addressed struggling to pass the high-stakes tests based indirectly through a core reading, language arts, on the new standards. Wordly Wise 3000, Third or spelling program. Moreover, researchers in Edition, has been correlated with the Common the last century, such as Thorndike (1921, 1944), Core State Standards. Rinsland (1945), Fry (1957), and Dale & O’Rourke (1981), developed word lists and teachers’ word The research of the late Jeanne Chall and her books, suggesting which words to teach within colleagues showed a pressing need for direct these programs. Even today, word-frequency vocabulary instruction for many children. Those research is a building block of textbook programs researchers pointed out that, even after strong (Steinmetz, 1999; Harris & Jacobson, 1982). phonics instruction, children who are not exposed to broad vocabulary outside school No longer, however, can vocabulary instruction declined in reading comprehension between be treated as merely a subsection of reading, grades 3 and 7 because of their vocabulary language arts, and spelling programs. The limitations—the limits of their language (Chall, National Reading Panel (National Institute of Jacobs, & Baldwin, 1990). But research has also Child Health and Human Development, 2000) shown that those limits can be extended: Stahl identified five pillars as the basis for reading and Fairbanks (1986) established that direct instruction: phonological awareness, phonics, vocabulary instruction can significantly improve fluency, comprehension, and vocabulary. Among comprehension. In fact, vocabulary knowledge these topics, vocabulary is unique. The other is the most important factor in reading topics involve learning a finite number of skills comprehension (LaFlamme, 1997). or suggest a finite amount of practice. Only vocabulary acquisition is ongoing throughout life Better comprehension is one of the primary (Stahl, 2004). “Word knowledge is not known or benefits of the vocabulary curriculum of Wordly unknown as a letter name is; rather, knowledge Wise 3000. But the other benefits extend into about words and one’s ability to use vocabulary all areas of oral and written communication. is acquired incrementally (Dougherty Stahl, 2011). Vocabulary is also an avenue to better writing (Tompkins, 2003). Students are led to use the Vocabulary knowledge is essential for success on featured words from their Wordly Wise 3000 all of today’s high-stakes tests. Even if teachers lessons in their writing, as well as to comprehend do not emphasize word study for its own sake, them in reading. they are held accountable for their students’ 2 EPS LITERACY AND INTERVENTION According to Kenneth Hodkinson, the author Many of the words chosen are more of Wordly Wise 3000, Books 2 through 12, sophisticated words for known concepts, such “We have to stop thinking of vocabulary as a as release (let go), leap (jump), and delighted supplemental activity. We must put it where (happy). Other words, such as nation, decay, it belongs, at the very core of the curriculum” and reflect, name important new concepts. (2002, p. 4). In addition, because “A person with a larger vocabulary not only knows more words, but Choosing Words and Designing also knows more meanings for many words” Instruction and Activities for (Qian, 1999; Vermeer, 2001, as cited in Stahl & Wordly Wise 3000 Nagy, p. 13), Wordly Wise 3000 Books K and 1 introduce children to the notion of multiple Active participation in... Books K and 1 meanings. Thus, multiple meanings of familiar words such as row, ring, patch, trunk, and store discussions promotes the As noted above, children enter kindergarten with a are systematically taught. learning of vocabulary. wide range of vocabulary knowledge (Hart & Risley, 1995). For children who enter school with smaller Books 2 through 12 vocabularies, Wordly Wise 3000 Books K and 1 ensure exposure to a core of high-utility vocabulary When Kenneth Hodkinson speaks to teachers used frequently across domains. For children with around the country about his Wordly Wise 3000 larger vocabularies, more challenging words are series, he frequently gets inquiries about how he taught through a supplementary Extend and chose the words and what he considers important Challenge activity. In all cases, children learn words in vocabulary exercises. His answers show both his that are both developmentally appropriate and research orientation and his creativity. important for content-area reading comprehension Hodkinson’s starting point was the research by in later grades. Harris and Jacobson (1982) on word frequency in school readers and the grade level of a Cheryl Dressler has chosen the words for Wordly word’s first appearance. For example, consider Wise 3000 Books K and 1 in consultation Hodkinson’s reasoning regarding the words with two major references: The Living Word enormous

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